PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION

Qualitative Inquiry: Critical Ethics, Justice, and Activism Series Read Description

Making Research Public in Troubled Times

Pedagogy, Activism, and Critical Obligations

Paperback
October 2018
9781975500283
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  • Publisher
    Myers Education Press
  • Published
    23rd October 2018
  • ISBN 9781975500283
  • Language English
  • Pages 170 pp.
  • Size 6" x 9"
  • Images illus
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$42.95
Hardback
October 2018
9781975500276
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  • Publisher
    Myers Education Press
  • Published
    24th October 2018
  • ISBN 9781975500276
  • Language English
  • Pages 170 pp.
  • Size 6" x 9"
  • Images illus
  • Request Exam Copy
$149.95
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November 2018
9781975500290
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  • Publisher
    Myers Education Press
  • Published
    30th November 2018
  • ISBN 9781975500290
  • Language English
  • Pages 170 pp.
  • Size 6" x 9"
  • Images illus
$149.95
E-Book
November 2018
9781975500306
More details
  • Publisher
    Myers Education Press
  • Published
    30th November 2018
  • ISBN 9781975500306
  • Language English
  • Pages 170 pp.
  • Size 6" x 9"
  • Images illus
  • Request E-Exam Copy
$42.95

These are certainly troubled times in which neoliberal capitalist patriarchy and the tyranny of racism and domination are continually reinscribed on the bodies and lives of so many. However, critical researchers understand the necessity for, as well as the difficulty of, using research to facilitate public transformations that lead to increased justice and equity. The authors contributing to Making Research Public in Troubled Times: Pedagogy, Activism, and the Critical Obligations recognize the importance of diverse pedagogies, activism, and ethical choices regarding an environment that supports critical research in oppressive times. Diverse pedagogies that can facilitate the education of critical public researchers across disciplines are illustrated in the first set of chapters addressing questions like: What is important in teaching critical qualitative inquiry? How do students, materials, histories, and the public influence this teaching? What have we learned over years of attempting to teach critical qualitative research methods? The authors in the second section are activist local scholars sharing their projects and explaining what this work means for critical qualitative inquiry. This work includes methods used to incorporate critical qualitative inquiry into community activism. Finally, chapters in the last section focus on future steps and most important actions for the ways critical qualitative inquiry can be conceptualized to address concerns in these troubled times.

Perfect for courses such as: Qualitative Research, Curriculum Studies, Women and Gender Studies, International Studies, Social Work, Sociology, Higher Education, Community Engagement, Policy Studies, Service Learning, and Social Justice.

"Making Research Public in Troubled Times is an inspiration on multiple levels for critical qualitative research and the potential role it should play in transforming ourselves and our society. The voices/bodies represented here crack open new imaginaries for the field as tools, techniques and visions for navigating and contending with neoliberal impositions taking hold of the academy and ourselves. The authors of the volume are remapping the landscape and the undoing borders for the field."

Cinthya M. Saavedra, The University of Texas Rio Grande Valley

Making Research Public in Troubled Times: Pedagogy, Activism, and Critical Obligations ... is a book that troubles the ontological place of critical qualitative and (post)qualitative research within an increasingly endangered civic/public domain. The contributions that make up this volume demonstrate new and reconceptualized epistemological and methodological insights, which carefully unpack the perilous human and environmental costs of a globalized neoliberal context wherein everything has “become capital” (p. 149). In this timely text, approachable to emerging or established researchers, educators, or “researcher educator activists” (p. 151), scholars dissect methods of knowing, modes of representation, and ethical quandaries, exploring the potential of such work to bridge the gap between research, public, and activist spaces. (Read full review HERE.)

Marilyn Hillarious, EdD in Curriculum and Instruction, MA in International Education, The George Washington University - , Teachers College Record, Date Published: May 30, 2019, https://www.tcrecord.org, ID Number: 22823

Series Editor Foreword

Acknowledgments

List of Images

Introduction: M. Francyne Huckaby

Section I
(How to) Educating(e) Critical Public Researchers: Pedagogies Across Disciplines

1. Thinking, Willing, and Judging in (Post)Qualitative Research: A Series of Resettings
Mirka Koro-Ljungberg

2. Unruly Considerations for a Critical Qualitative Classroom: Teaching Well
Jasmine B. Ulmer

3. Learning Is a Two-Way Street: Crossing Sociocultural Boundaries Through Critical Qualitative Research
Joy Pierce and Luz Zareth Moreno

Section II
Sharing Local Critical Activism: What It Means for How we Conduct Scholarship

4. Research as Solutionless Participation
Franklin Vernon

5. Their Own Ways of Knowing: Art-Based Participatory Action Research with Refugee Women from Burma
Hillary Rubesin and Madison Hayes

6. Cyborg Scholarship: Films for the People
M. Francyne Huckaby

Section III
Strategic Next Steps and Obligations for Critical Qualitative Scholars

7. The Play of Seduction and Desire in the Making of a President
Bronwyn Davies

8. Nurturing Our Critical Relations: Research to Facilitate Justice Through Postanthropocentric Transformation
Gaile S. Cannella

AFTERWORD
Pedagogies of Hope for Dark Days: Talking Points
Norman K. Denzin

List of Contributors

M. Francyne Huckaby

M. Francyne Huckaby is Associate Professor of Curriculum Studies, Director of the Center for Public Education, and core faculty of Women and Gender Studies, Africana and African American Studies, and Comparative Race and Ethnic Studies at Texas Christian University. She works to create openings and spaces for antioppressive discourses and practices, and is most interested in experiences and pedagogical sites where divergent worldviews coexist. These, she argues, are sites of power relations that are educational and political. Her scholarship on community organizing and resistance to neoliberal education reform puts filmmaking to work as a form of inquiry and making public—publicaré—research and sites of resistance and struggle, scalar.usc.edu/works/publiceducation/index. 2017. Her work appears in International Review of Qualitative Research, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Educational Philosophy and Theory, The Journal of Curriculum Theorizing, Womanish Ways: Renderings at the Intersection of Race, Gender and Curriculum Theorizing, Handbook of Public Pedagogy, and Duoethnography: Dialogic Methods for Social, Health, and Educational Research. She received the 2016-17 Claudia V. Camp Faculty Research and Creative Activity Award from TCU’s Women and Gender Studies Program for becoming cyborg: A Black feminist, the Living Camera, Participatory Democracy and Their Weaving. Her honors include the TCU Deans’ Teaching Award for the College of Education, TCU Mortar Board Preferred Professor, and Straight for Equality from Fort Worth’s PFLAG chapter, as well as Outstanding Dissertation (2007 AERA, Qualitative Research SIG) for Challenging the Hegemony in Education: Specific Parrhesiastic Scholars, Care of the Self, and Relations of Power. She loves to travel and returned to Papua New Guinea, a few years ago, where she and her spouse lived and worked with six South Foré villages as a Peace Corps volunteer in the late 1990s.

Qualitative Research, critical; Pedagogies; Activist Scholar; Arts-based inquiry; public intellectual; neoliberal; Qualitative inquiry, post human; methodologies; post-anthropocentric inquiry; Critical reflexivity; reconceptualization